Employee training and development programs and strategies

Employee Training and Development

A lesson plan contains information describing what will happen within a single lesson. It is necessary to ensure that a lesson plan entails four key elements for a successful learning experience. These are Instructional Objectives, Teaching Activities and Strategies, Sequencing and Materials and Evaluation and Follow-up.

Instructional Objectives

What learners should know and be able to do after the lesson? These are particular "instructional objectives" and articulate a clear focus of the lesson. In courses with a significant number of ELL's, it is important to formulate "language objectives" and the subject's material goals. Requirements from the curriculum frameworks are much more international and usually signify long-term goals. It is common practice to publish the focus objectives of the lesson in the same spot in the classroom for learners to see every day. Many instructors also show the standards (Laird, Holton & Naquin, 2003).

Teaching Activities and Strategies

Particular planning is needed to find out which teaching methods will the trainer use for the lesson. These should tie back to and back up the lesson goals. These organized instructions and events will take place during the instruction period to facilitate accomplishment of the goals. These consist of specific educational strategies such as pair shares, presentations, and pre-scripted questions, problems for learners to fix or projects to do. Varieties of techniques are usually suitable; perhaps different educational activities during the class with organized transitions. The methods should be tactically sequenced and based on available time (Noe, 2012).

Sequencing and Materials

Lesson sequencing and activities is another essential consideration that is best made before class starts. The trainer needs to think about use of the whole team or small team options to navigate in the lesson. In addition, part of the class planning is the gathering of materials for time and effort each aspect of the session will take with the goal of fitting the session goals within the allocated time. Most time, effort, and thought goes into preparing smooth learning experiences. Materials and resources needed to carry out the session include video player, handouts, maps, blank transparencies, lab equipment, among others (Laird, Holton & Naquin, 2003).

Evaluation and Follow-up

These concluding sections of the plan reflect the issues of efficiency, utility and the position of the lesson in the learning sequence. Aristotle highlighted utility in his thought process in education that teachers who neglect utility risk irrelevance. Concepts about application are not, however, restricted to the economic, concrete, or practical; utility is understood to include the growth of thoughtfulness, democratic attitudes, and esthetic sensibility among other aims. In lesson planning, the trainer must, know the position of each session with respect to one or another program (Laird, Holton & Naquin, 2003).

Lesson evaluation provides information as to its efficiency, the level to which it has attained its main and additional learning objectives with each student. The trainer cannot efficiently proceed with the session if learners do not accomplish the performance goals. There are many assessment tools, official and casual, personal and team (Noe, 2012). Each tool has benefits and drawbacks. Some are useful in specific curriculum areas. Whatever the tool, the lesson plan must always deal with the problem of evaluation.